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The document outlines an eTwinning project called "A Taste of Maths" between students in four countries. The project will connect math and food over three months. Students will work in groups to research traditional recipes, discover mathematical concepts in cooking, write multilingual cooking and math dictionaries, and present their findings to each other. Teachers will guide students and facilitate international collaboration using ICT tools like Skype and eTwinning portal.
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The document outlines an eTwinning project called "A Taste of Maths" between students in four countries. The project will connect math and food by having students research mathematical applications in cooking, share traditional recipes and customs from their countries, and form international teams to create a cooking and math dictionary and explore connections between math topics and recipes. Students will work in groups within their own country initially and then form international teams. They will present their work using ICT tools like PowerPoint and videos over the planned three month duration of the project.
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The document outlines an eTwinning project called "A Taste of Maths" between students in four countries. The project will connect math and food by having students research mathematical applications in cooking, share traditional recipes and customs from their countries, and form international teams to create a cooking and math dictionary and explore connections between math topics and recipes. Students will work in their country teams initially and then form international teams. They will present their work to each other and complete surveys to evaluate the project.
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This document provides information about magic squares. It defines a magic square as a grid of numbers where the sums of each row, column and diagonal are always the same number, called the constant. A 3x3 magic square's constant is 15 if it contains the numbers 1-9 without repetition. The document explains how to construct a 3x3 magic square by placing 5 in the center and arranging the remaining numbers such that the row/column/diagonal sums equal 15. It provides examples and tasks for creating different types of magic squares.
Dressing Mr. Cube- How we worked
The document describes a classroom activity where students were tasked with creating net patterns to dress a cube-shaped character named Mr. Cube. Students worked in groups to find all possible net patterns using six squares. They were challenged to consider symmetrical patterns, "zippers" to connect the squares, and coloring the nets attractively. The teacher observed that students engaged well with the constructive metaphorical task, with some groups working efficiently through teamwork and sharing roles.
Tessellations instructions
This document provides instructions for creating Escher-type tessellations in 4 steps: starting with a square and cutting curves into the top and side, then translating and rotating the side pieces to the other sides and taping together to form a pattern; cutting out the pattern and using it to tessellate a large piece of paper by tracing the shape and sliding it to fit into the previous tracing until the paper is filled, then adding details and color.
Aims Avila_Claudia si Iulia
Iulia Cisu and Claudia Stanciu document their trip to Avila, Spain for a school project over several days. On Sunday they arrived in Madrid and took a train to Avila where they were greeted by their Spanish partners and toured the town. On Monday they had classes and activities at school with other international students and went on a treasure hunt around Avila. On Tuesday they had math-focused classes and activities and toured the city in the evening. On Wednesday they took a trip to Madrid to visit the Mathematics Institute and tour the city. On Thursday they performed their "Maths Ballet" and toured Avila one last time before departing on Friday after saying goodbye to their hosts and taking a tour
Alexandra's Diary from Avila
The team took a flight from Bucharest to Madrid, then a train to their final destination of Ávila where they were greeted by their partner families. Over the next few days, they participated in various math-focused workshops, activities and tours around Ávila and Madrid. The student formed a close friendship with their Spanish partner Sara and enjoyed learning about math in new ways and Spanish culture. On the last day, they reluctantly said goodbye after a week of the best experiences.
Sierpinski carpet work proposal
Schools participate in a Sierpinski carpet project where they:
1) Receive templates and stickers to create iterations of the Sierpinski carpet pattern in small groups.
2) Upload videos of the process and final iterations to an online platform.
3) Bring their iterations to Greece to mount the larger 3rd iteration carpet, then continue the process to collaboratively create a 4th and 5th iteration carpet.
Visit to Poland as lived by Ioana
The student describes their experience participating in the 2014 COMENIUS AIMS project in Poland. Over the course of the week-long trip, the student and their classmates from Romania met students from Greece and the Netherlands and stayed with host families in Myslenice, Poland. Their activities included learning about the history of Myslenice, playing math games, going on a treasure hunt, horseback riding, visiting historic sites in Krakow, solving a "mathematical crime mystery", and designing pages for a magazine about the AIMS project. Although sad to leave at the end of the week, the student felt the trip provided an unforgettable experience to learn about math and culture in Poland.
Diary AIMS France2013
The document summarizes the activities during a Comenius project in France between November 17-22, 2013. Participants from several European countries engaged in icebreaker activities like introducing themselves and a treasure hunt around the city of Charleville. Teachers and students collaborated on math activities like calculating costs of pie ingredients in different countries and a puppet show. The group also took a trip to Paris where they visited educational sites and had creative math workshops. Students participated in a math quiz and farewell celebrations marked the end of the successful collaboration.
Preferences
The document summarizes the results of a survey conducted by students from class 8C. They gathered information from 7-10 year olds and 11-14 year olds on topics such as countries visited, hobbies, favorite subjects, sports, music and future careers. For example, the majority of 7-10 year olds preferred football over other sports while 11-14 year olds were more evenly split between football, basketball and tennis. The survey also found Romanian language and literature and English were the most popular school subjects overall.
Students Preferences Statistics
The document summarizes the results of a survey conducted by 8 teams of students from class 8C. The survey gathered information from 7-10 and 11-14 year old children on topics such as which countries they have visited, how they spend their spare time, favorite subjects and sports. It also includes charts showing results on favorite music types, landmarks visited in Romania, and future career wishes.
A piece of pie in Bucharest-2
This document provides information about baking a chocolate pie, including:
- Ingredients and quantities needed to make one pie and one portion. Flour, butter, sugar, cocoa, eggs, and other ingredients are listed.
- Calculations of the costs to make one pie and one portion based on prices of ingredients in Bucharest, Romania. The cost per portion is approximately 1.735 lei.
- Comparisons of the cost per portion in other cities involved in the project, ranging from 0.91 times to 1.66 times the Bucharest cost.
- The average cost per portion across all cities is approximately 2.37 lei.
- An indication that the pie was
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